4 African Virtual University I. Introduction to Guidance and Counseling by Auma Okuma II. Prerequisite Course or Knowledge Module Two and Module Three Welcome to Module 4 As a prerequisite to study this module you need to have some background knowledge to human growth and development and the different stages that a child goes through whilst growing up. These stages are infancy, early childhood, adolescence and early adulthood. The knowledge about these areas make it possible for you to see the relevancy and application of Guidance and Counseling to help children overcome life challenges and associated problems that face them both inside and outside the school environment. You also need some background knowledge about the Social, Moral, and Personality development and the general socialization processes that influence young people as they interact with their environment. This interaction between the child and the environment can impact positively or negatively. You may also need to be conversant with the processes that go in education, issues connected with quality education, the education of the girl-child, factors that make children drop-out of schools, and those connected with high or low performance, emotional issues or development or career aspirations and visions of children. This means that you as their teacher and counselor have a lot to contribute to the wellness of these learners and their future successes. The knowledge and skills of guidance and counseling are useful in helping them. You may at this opportune moment be thinking how inadequate you are as far as guidance and counseling is concerned. You may imagine that you neither have the knowledge nor the skills to do so; you need not worry because this module has been written to help you out. It is going to equip you with all the knowledge and skills to become a good and effective guidance and counseling teacher in the school. As you go through this module, it is very clear that you are becoming an agent of change. Guidance and Counseling is all about change. In school, there are young people of different ages, sex, interests and life orientations. They all need

5 African Virtual University some kind of proper guidance so that they can change without any pressure exerted on them. Since they are young, lack real life experience about life in general, are unaware of themselves, hey do not in any way know how to bring about changes nor understand their implications on their lives. Among them are those who may resist change because they are already tuned to particular approach to life, or are accustomed to what life means to them, and therefore would not like to change at all. This is the core of what you are about to begin doing, when you have completed the course. You are going to work with them and endeavor to cause desirable adjustments in them. These changes that are anticipated will be a reflection that you will have imbued them with skills of coping and/or what they can do on their own, to make changes in their lives. We live in a world full of rapid changes. These changes are coming about because of the technological developments taking place every now and then. Traditional cultures, beliefs, values and social relations in the traditional societies are being eroded very quickly by foreign cultures, through television, internet, magazines, music and other toxic influences. All these rapid changes are living young people confused, uncertain, and alienated. This state of affairs can be very devastating emotionally. These rapid changes leave us all confused to extent that we do not know what to do, or the next step to take. This is when your knowledge and skills in counseling become very handy to all of us. How all of us, including your students will change will depend on your ability to conduct guidance and counseling, notwithstanding our differences in terms of interest, personality, cultural background and life circumstances. So you as a teacher-counselor, you have embarked on another journey a journey to help people, especially the learners to deal with changes that come suddenly and unexpectedly into their lives. Your positive and prompt contributions will in the end make them live independent, happy and effective life. Before you can do that, you need to acquire the knowledge, skills and mental set of a committed guidance and counselor in the school where you will be working. The Module Four: An Introduction to Guidance and Counseling has been written to make you become a good and effective and a prolific Guidance and Counselor in the school as well in the community.

6 African Virtual University Professional Codes of Conduct (Some ethical considerations) Guidance and Counseling is an interactive relationship that takes place between the Counselor and that client (in this case between you the counselor and the student). It becomes important that some issues related to codes of conduct in counseling relationships are highlighted here in the module foe your benefit. The following ethical codes of behavior are necessary for you to know them, because they are going to help you to do conduct counseling professionally. Adherence to these codes of conduct is of paramount importance and a foundation of successful practice: Confidentiality. You are mandated to maintain all matters arising during any counseling of a client confidential. All advice given should not in anyway be disclosed nor discussed with another person. Tolerance. It is important that you practice tolerance with your client, and unnecessary duress on the client is totally unacceptable. Request for counseling is voluntary and therefore is improper to force the services on a client. Objectivity. The need to be objective in counseling relationship is important. You need to be impersonal in your dealing with the client, and be objective with your view, offer options that are clear and understood by the client, merits and demerits spelt out very clearly, so that the client is very clear of the kinds of decisions he/she is going to make. Counselor s views should to be imposed on the client. III. Time In this Module Four, there are four units. Each unit has been allotted a number of hours for you need to complete it. A total of 120 hours is needed for you to successfully complete the module. Unit one: An Introduction to Guidance and Counseling- 30 hours. Unit two: Types of Guidance and Counseling-30 hours. Unit three: Introduction to Family Counseling- 30 hours. Unit four: Guidance and Counseling Practicum- 30 hours. Total=120 hours.

7 African Virtual University IV. Materials Required For you to be comfortable and effective in reading through this module, the following items are important for you to have them. You should endeavor to make full use of them in your study: Internet connection/ connectivity Electronic recorder or a simple recorder Audio- cassettes Flash for downloading relevant materials from the internet A printer Note books or writing pads for taking down points Pens and pencils A study room for private reading Adequate or reliable source of lighting A mobile phone. V. Module Rationale This module has been designed with the fullest understanding of the important role you are going to ply in schools and community as a whole. This module has been written to enable you to assist the young people in schools to develop values and life orientations which will guide them to become mature mentally, physically, emotionally, accept, and look at themselves in context of responsibilities, duties and as members of one united family and of a wider community and thereafter live in harmony with all members of society. In the same vein, the module has been written to enable you to play another very important part in as far as the career aspirations and visions of the learners in schools are concerned. Through the knowledge and skills you are going to acquire from the module, it is expected that you are going to prepare these young people for occupational life, make them strive for higher standards of performance in workplace; and develop great sense of appreciation for work and respect for what work other people may be doing. The module is further expected to assist you in identifying the talents and potentialities learners have; and thereafter assist them develop these talents and/or potentialities. The same is also true for identifying the strengths and weaknesses that the students may have. For example in overcoming or adjusting to disabilities. Finally, it is paramount that you play a big part in giving young people sense over the utilization of their leisure time and energy profitably as they grow up while still in schools.

8 African Virtual University VI. Content 6.1 Module Overview This Module Four: An Introduction to Guidance and Counseling has been written specifically for you as a teacher who is undergoing training to become an effective and useful person to students, teachers, and school administrators and of course to the larger community around the school. There are four units in the module. In each unit, statements of General and Specific objectives have been given. These statements of objectives are there to help you remain in focus, and also in making sure that the necessary knowledge, skills and attitudes are acquired by you within the period of the training. There are also activities that have been included as part and parcel of the required things you are expected to do or meet. It is important that you do not only find time, but also ensure that they are done. The references that have been included in the module are things you must make all efforts to read them. Access to computer is a must for you, because most of the readings can only be accessed through the internet. In the first unit, you will be introduced to the meaning, definition, aims and objectives of Guidance and Counseling. In addition, you will be introduced to issues like the characteristics of an effective guidance and counselor in a school situation. The unit will also introduce you to issues connected with the reasons that normally give rise to learners to demand or look for assistance for guidance and counseling services. The reasons for guidance and counseling in schools are many, and this module will highlight them to you. Some aspects of professional codes of conduct to help you do a good job have been presented in the module. You are expected to read more about these ethical codes of conduct by opening websites of professional counseling associations. Such associations are the American Psychological Association (http://www.apa.org), on the ethical principles of psychologists and code of conduct, the American Counseling Association (http://www.counseling.org), the American Association of Marriage and Family Counselors (http://am.aampc.org). These codes are to help regulate the counseling activities you will be expected to carry out in your school. They are also meant to ensure success in helping these young people make adjustments in their lives, especially future ones. In Unit two, the main task involves introducing you to the different types of Guidance and Counseling services that are available. The ones that are of interests to you are those types that are found in schools. The details of each will be given

9 African Virtual University to you. These are the Educational Guidance and Counseling, the Vocational Guidance and Counseling; and the Personal and Social Guidance and Counseling. You will be expected to know how to organize all these counseling activities in your school. Your personal commitment and indulgence are particular called for. This is because your work will involve bringing changes in these young people for the better of them all. In Unit three, you will be expected to learn more about the meaning, definition, aims and objectives of Family Counseling. Of interest will be the origin, history and the development of Family Counseling, the aims and objectives and practice in society will be introduced to you. Reasons as to why people seek counseling at all are presented in the module. The different approaches in family counseling are also discussed: psychodynamics theory, behaviorist theory, rational-emotive theory and system theory. Issues connected with healthy and dysfunctional families are highlighted for you and therefore you are expected to go beyond the school confines in order to help also families whose children attend your lessons. The last unit (Unit four) is on Guidance and Counseling Practicum. The purpose of this unit is to provide you with information for organizing practicum activities in your school. In the unit you will be introduced to the policies, requirements and procedures for participation in practicum in the school. You will also be introduced to how to organize such activities in the school. The exercise is demanding, and therefore your full indulgence is anticipated. You are going to look at it as a vehicle in which your passengers are expected to travel to the world of change. Of extreme importance is your role in organizing this exercise successfully. The skills necessary for this exercise will be introduced to you. In the end, our expectations are that the practicum you re going to take part is going to help you become a professional counselor not only in your school but also to the community around the school. It will be of use for you to make efforts to read through some of the websites given in the reference section, to read more on how to organize, conduct, and assess the practicum in the school.

10 African Virtual University 6.2 Course Outlines Unit Course title Number of hours One Introduction to guidance and counseling 30 Hours Two Types of guidance and counseling 30 Hours Three Introduction to family counseling 30 hours Four Guidance and counseling practicum 30 Hours 6.3 Graphic Organizer

11 African Virtual University 10 VII. General Objectives The General Objectives for the Introduction to Guidance and Counseling are: To enable teachers improve their school environment by identifying preventive methods and solutions to problems faced by them or groups of students. To enable apply the principles of Guidance and Counseling to improve the performances of students in t heir academic pursuits or endeavors. VIII. Specific Learning Objectives (Instructional Objectives) The overall specific objectives (instructional objectives) for the course are the following. (They are slightly different form specific objectives for each unit.): To equip teachers with skills in helping students discover, understand; actualize well-defined moral values, belief and principles to balanced life. To identify some guidance and counseling functions among teachers in schools To be able to develop some conceptual framework for guidance and counseling in schools To enable teachers diagnose students learning difficulties and offer acceptable solutions. Specific Learning Objectives (Instructional Objectives) for each unit Unit one: An Introduction to Guidance and Counseling. Learning Objectives: After you have completed unit one of the course, you should be able: To define the terms guidance, and counseling To differentiate between guidance and counseling To identify the aims and objectives of guidance and counseling in schools To identify the needs for guidance and counseling To identify the characteristics of effective guidance and counselors

12 African Virtual University 11 Unit two: Types of Guidance and Counseling in schools Learning Objectives: After you have completed this course unit, you should be able to: Define the nature of guidance and counseling, individual guidance and counseling; and group guidance and counseling. Explain personal and social guidance and counseling. Outline roles of guidance and counselor in educational, vocational and personal and social guidance and counseling. To explain steps in the development of career choice. Identify factors affecting career choice. To demonstrate skills in setting up guidance and counseling services in schools Unit three: Introduction to Family Counseling Learning Objectives: After you have completed this course unit, you should be able to: Define the terms family, family counseling and marriage. Describe the types of families. Explain the aims and objectives of family counseling. Identify problems faced by couples in a family. Identify the root problems in families. Identify the effects of family problems on members within a family. Identify approaches to family counseling. Identify factors within society that affect healthy functioning of a family. Evaluate the relevance of counseling theories and applications to an African setting Evaluate the relevance of group and individual counseling; and couple and marriage counseling. Describe the characteristics of a healthy functioning family. Describe the characteristics of a dysfunctional family. Identify practical steps for intervention in a family expressing dysfunctional tendencies. Explain domestic violence and child abuse. Describe the effects of wife/husband beating and child abuse and neglect

13 African Virtual University 12 Critically analyze the problems faced by widows and orphans caused by HIV/AIDS pandemic. Describe how clients of HIV/AIDS overcome the problems. Demonstrate practical steps in organizing and setting up counseling sessions for families in need of counseling. Determine when to make referrals for further treatment. Unit four: Guidance and Counseling Practicum Learning Objectives: After you have completed this unit, you should be able to: Define practicum in the context of guidance and counseling. Identify the aims and objectives of practicum. State the functions of practicum. Equip the teacher with skills to assume professional role for the students in the school. Be able to understand, apply, and assess various counseling methods to address educational, vocational; personal, and social concerns of individual students in the school or society. Develop specific awareness and knowledge of individual counseling skills and group counseling. Develop skills in the use of competences in practicum supervision and arrangements. Show respect to community values and educational community and serve needs of the client. Facilitate change in the school and the community around the school. Facilitate change in self and others in the school and the larger community. Facilitate change in students attitudes and behavior for improved performance in school activities. Understand and facilitate students community pride and involvement. Demonstrate competences in subject matters, knowledge and design learning experiences that are coherent and meaningful to the students Organize counseling activities for learners who are not succeeding in school. Consult widely with parents and/or guardians and teachers on issues affecting the learning of students.

15 African Virtual University 14 IX. Pre-assessment 9.1 Rationale To provide an opportunity for you to reflect on what you already know, some objective question-supply items have been given for you to try. Your answers to all these question-supply items are indication of your level of knowledge you have in as far as guidance and counseling is concerned, and in particular the subject matter covered in this module. Instructions: In each of the following multiple choice items, select the best responses from A, B, C, and D, by way of a cycle or a tick. 1. Guidance and Counseling Programs in schools are. A) Ensure the education and well-being of learners. B) Make learners think and be respectful while in school. C) Grow well and mature into adults. D) Promote boy/child education. 2. A Counseling Psychologist conducts an experiment to compare mental processes that different students use to remember theories of counseling or principles. He/she is investigating: A) Artificial intelligence B) Cognition. C) Mental set D) Semantics 3. Psycho-social care in education is meant to mitigate the effects of: A) Trauma, distress, and common problems experienced by children. B) Trauma, distress, and strengthening resilience C) Trauma, distress and depression D) Trauma, distress and development

16 African Virtual University Significant displaced children develop debilitating emotional reactions and disorders following various traumatic events. These include: A) Stress reactions, phobia, anxiety, depression, and complex grief reactions. B) Complex grief reactions, reactions, phobia and distress C) Complex grief reactions, stress, phobia and depression D) Stress reaction, complex grief reactions, phobia and anxiety. 5. When a counselor goes to market his/her skills to customers, the first group of people who should learn about the service is the: A) Customers who are most likely to use the service B) Customers who are in most need of the service. C) Customers who are working in the same area or program D) Customers who might be ready to sell the product 6. The acronym SWOT in planning counseling strategies stands for, weakness, opportunities, and threats: A) Situations B) Strength C) Strategies D) Solicitation 7. Arrange the steps in the order of how a student decides to use a counseling product in school: Becoming aware Maintaining the use of service Comprehending the use of the product or service Preference of the product or service A) 1245 B) 1354 C) 5153 D) How serious an individual thinks a disease would be affecting the life or activities are part of the: A) Maslow s hierarchy of Needs B) Behavior change model C) Health Belief model D) A Behavior Chain

17 African Virtual University Which of the following stages of change including when a student verbalizes there is a problem and wishes to take action? A) Preparation B) Contemplation C) Action D) Maintenance 10. One of the major objectives of School Guidance Counseling should be: A) Encourage behavior change among students. B) Teaching Guidance and counseling programs in schools. C) Encourage behavior change among male and female teachers. D) Utilizing cultural diversities for the benefit of all in the school 11. The. Model includes individual learners who or constantly affecting or being affected by the environment: A) Behavior modification B) Social modeling C) Stages of change D) Maslow s hierarchy of Needs 12. Counseling styles used in the past are different form the modern ones. Which of the following represent a modern method of counseling techniques? A) Limited follow-up B) Give the do s and the don ts C) Fosters choice D) Client is dependent. 13. When developing Guidance and counseling programs in the school, the first persons to learn about it should be: A) Student body B) School administration C) Students who need the program D) Students and parents

18 African Virtual University At one stage of Guidance and Counseling life cycle, the services rendered is beginning to decline in use, and a teacher starts worrying about his/her job security. A good Head teacher would: A) Continue to have the service in place B) Consider diversification and reformulation plans to meet new needs. C) Help other staff find different options or positions D) Re-assess students needs. 15. A comprehensive school counseling programs includes four components: A) Curriculum; individual student planning; response service; support system B) Curriculum; individual student planning; response service; and delivery system C) Curriculum, individual student planning, delivery system and assessment D) Individual student planning, response service, support system and school counselor 16. School counselors implement programs in collaboration with: A) Teachers, administrators, parents, and students B) Students, community, administrators and parents C) Teachers, administrators, parents and community D) Administrators, community, parents and teachers 17. Which of these best describe dysfunctional family? A) A family in conflict, misbehavior, and abuse B) A family in conflict, misbehavior and disability C) A family in conflict, misbehavior and harmony D) A family in conflict, misbehavior and dysfunction 18. Personality disorder can be expressed as.. : A) Inflexibility and pervasiveness B) Character disorder C) Fixed fan tansies D) Ego-systolic integrity

19 African Virtual University Psychological dependency is a dependency of the mind and leads to withdrawal symptom such as.. A) Cravings, irritability, insomnia, and moods B) Cravings, irritability, insomnia, and depression C) Cravings, irritability, insomnia and anxiety D) Cravings, irritability, insomnia and stress 20. Children growing up in a dysfunctional family have been known to adopt one or more basic roles. Tick one role that is not descriptive of such a child: A) Good child B) Problem child C) Perfectionist child D) Lost child Answer Keys to Multiple Choice Test 1.A 11. A 2.B 12. C 3.C 13. C 4.A 14. C 5.C 15. D 6.B 16. A 7.D 17. A 8.C 18. B 9.B 19. B 10.A 20.C Pedagogical Comments For Learners This module has been structured in such a way that one activity follows another. It is mandatory that you try to stick to the arrangement as you progress in the study. The module provides you with a set of tasks, instructions, activities; questions and answers and all are meant to lead you through the module. A set of resources and references have also been included in the module for your consumption

20 African Virtual University 19 during your study. You are strongly advised to make notes as you go thought the different sections of the module and/or activities. For effective learning, you are advised to avoid looking into the given solutions before trying the different tasks given. The resources to help you study effectively are the internet, recommended texts, working with your colleagues and any resource person who may happen to be around your vicinity. In assessing your performance in the given exercises, if score over seventeen out of twenty, you are doing very well. A score of fourteen and above out of twenty, is a good performance. However, anything blow ten out of twenty is not very good. You need to work extra harder to gain more encouraging scores in test items that are given to you.

21 African Virtual University 20 X. Key Concepts (Glossary) Affect state of emotion; feeling; or mood that accompanies a thought. Anxiety a generalized feeling of apprehension of dread without awareness or recognition of specific danger Aptitude the potential for achievement Attitude a tendency to possess certain feelings towards specified class of stimuli Boundary limits within which a member in a marriage can traverse Co-habitation a more or less permanent, but not legally binding, living arrangement shared between two unmarried persons of the opposite sex. Counseling professional help or assistance given to a person with a problem, usually emotional in nature. Developmental task problem to be overcome and conflict mastered at various stages of life cycle enabling movement on to the next stage. Fallacy an error or mistake in the thinking process Family a group of people who live together, usually consisting of parents and children. Family life cycle stages of development of a Family and a couple goes through and the task to be mastered at each stage before it moves to another level. Feedback returned information about the consequence of an event Marriage a legal relationship between two people living together as sexual partners Perceive to become aware through the senses, to discern Pressures consideration of facts or ideas, possible alternatives, probable consequences and personal values Problem-solve to define, describe a problem, determine the desired outcome, select possible solutions, choose strategies, test trial solutions, evaluate outcomes and revise these steps where necessary. Therapy treatment that is meant to cure a physical or mental disorder Thinking mental manipulation of sensory input to formulate thoughts, reasons about or judge.

22 African Virtual University 21 XI. Compulsory Readings Reading # 1 Counseling-Wikipedia, the free encyclopedia Title: Counseling (Retrieved: 8th Dec 2007) Abstract: the websites presents to the reader definition of counseling, and the other associated interpersonal relationships in the field of counseling, both in short and long term. Detailed descriptions of what a counselor does or is expected to do are included in the webpage. Rationale: Worth reading as an eye opener to student for background knowledge on what counseling and what are expected of a counselor are all about. Reading # 2 Associations of Michigan School Counselor Research Reports on Counseling Programs Title: Research reports on counseling Services in Schools. (Retrieved: 10th Dec 2007) Abstract: the site gives the reader research findings that have been conducted on different aspects of guidance and counseling services that are offered in elementary schools. Details of counseling on academic performance of children, especially underachievers are highlighted in the document. Cases of improved grades among such children are valid evidence of the usefulness of Guidance and counseling services in school situations. Mention has also been given in suicide prevention in schools because of guidance and counseling in place. Rationale: The site is good for reading as it clearly shows the positive sides of Guidance and Counseling in school situations. Reading # 3 Description of Elementary School Guidance Programs Title: What is the Elementary school Guidance and Counseling Services? (Retrieved: 9th Dec 2007) Abstract: The page makes a detailed description of school guidance programs with the ultimate aims and objectives of focusing on self-understanding, developing positive self-image, showing respect for feeling of other people, understanding

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Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised

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Our Mission To provide free psychological services to young people and their families. Our Vision Optimising sustainable psychological health and emotional wellbeing for young people. 1 Helping Students,